UNIVERSITY OF KENT
MODULE SPECIFICATION TEMPLATE
SECTION 1: MODULE SPECIFICATIONS
1. The title of the module
TH618 Continental Philosophy of Religion
2. The School which will be responsible for management of the module
SECL (Religious Studies)
3. The Start Date of the Module
September 2012
4. The cohort of students (onwards) to which the module will be applicable
September 2010
5. The number of students expected to take the module
8-12
6. Modules to be withdrawn on the introduction of this proposed module and
consultation with other relevant Schools and Faculties regarding the withdrawal
None.
7. The level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or
Postgraduate [M])
I
8. The number of credits which the module represents
30 (15 ECTs)
9. Which term(s) the module is to be taught in (or other teaching pattern)
Autumn or Spring
10. Prerequisite and co-requisite modules
None
11. The programmes of study to which the module contributes
Religious Studies (BA), Joint Honours with Religious Studies (BA).
New module specification approved by Faculty 14 February 2012
UNIVERSITY OF KENT
12. The intended subject specific learning outcomes and, as appropriate, their
relationship to programme learning outcomes
By the end of this module, students should be able to:

understand what Continental philosophy is according to its history, themes,
methods and thinkers;

understand religion through Continental philosophical approaches;

employ a critical understanding of hermeneutical, phenomenological, feminist
and genealogical approaches to understanding key questions and problems in
religious discourse;

use the critical approaches of Continental philosophy;

identify how our understanding of religion is shaped by the history of
philosophy.
All points above link to those in Programme Specifications, respectively section 12 A for
Religious Studies. This module will contribute to the aims of the Religious Studies
Programme by enabling students:

to develop and demonstrate knowledge and understanding of the place, role
and influence of religion in human culture (A1);

to gain an understanding of the role and significance of religion within human
experience (A2);

to perform research and study in relationship other branches of the
Humanities and Social Sciences, e.g. psychology, sociology and philosophy
(A3);

and to utilise the main approaches and methodologies characterizing the
critical study of religion and its influences as defined by the secular context of
the University (A4).
This module will also enable students to develop their intellectual skills, including:

the critical analysis and interpretation of relevant textual resources (B2);

the critical assessment of alternative theories and interpretations (B3);

and the ability to construct and defend arguments and conclusions in a
coherent manner (B4).
With respect to subject-specific skills, this module will allow students:

to evaluate critically religious data within their proper historical and cultural
contexts (C1), especially the Western integration of Hellenic philosophy with
Christianity and Judaism;

to gain sympathetic appreciation of the ideas and practices of other groups
and individuals (C3);
New module specification approved by Faculty 14 February 2012
UNIVERSITY OF KENT

and to articulate the multiple connections between experiences, ideas,
practices and institutions in the appreciation and understanding of religion and
religions (C4).
Pertaining to transferable skills, students who take this module will cultivate all of D
(1–6).
13. The intended generic learning outcomes and, as appropriate, their relationship to
programme learning outcomes
By the end of the module students in Religious Studies should be able to have:

enhanced their oral skills through class presentations (D3);

learned key analytic skills by applying phenomenological, hermeneutic and
genealogical methods (A1, A2, A3, A4, B2, B3);

developed writing and organizing skills through two coursework assessments (B2,
B3, B4, D1–D5).
14. A synopsis of the curriculum
This module will be divided into two parts. First, it will familiarise students with how
Continental philosophy has developed in response to methodological and historical
questions. Second, it will then show how Continental philosophy applies to the philosophy of
religion by discussing traditional religious problems—e.g., the existence of God, the problem
of theodicy, the conception of the good life—and seeing how seminal Continental thinkers
engage with these issues in diverse ways. The first part of the module will discuss critical,
historical-based methodologies in: philosophical hermeneutics (Gadamer and Ricoeur),
phenomenology (Dupré and Marion) and geneaology (Foucault). The second part of the
module will utilise contemporary scholarship consisting in contemporary philosophers
applying the aforementioned methodological approaches to religious problems.
15. Indicative Reading List
The module reading will utilise a reading booklet available on Moodle and which will include
but is not limited to:
Anderson, Pamela Sue, “Feminism in the Philosophy of Religion” in Explorations in
Contemporary Continental Philosophy of Religion, eds. Deane-Peter Baker and
Patrick Maxwell (Amsterdam, NY: Rodopi, 2003), pp. 189–206.
Critchley, Simon, Continental Philosophy: A Very Short Introduction (Oxford: Oxford
University Press, 2001).
Dupré, Louis, Passage to Modernity: An Essay in the Hermeneutics of Culture (New
Haven: Yale University Press, 1993).
Joy, Morny (ed.), Continental Philosophy and the Philosophy of Religion (Dordrecht:
Springer, 2010).
Ricoeur, Paul, Figuring the Sacred, ed. Mark Wallace (Minneapolis: Fortress Press,
1995).
New module specification approved by Faculty 14 February 2012
UNIVERSITY OF KENT
---------- “Religion, Atheism, and Faith” in The Conflict of Interpretations, ed. D. Ihde
(Evanston: Northwestern University Press, 1974), pp. 440–467.
Ward, Graham, The Blackwell Companion to Postmodern Theology (Oxford: Blackwell,
2004)
16. Learning and Teaching Methods, including the nature and number of contact hours
and the total study hours which will be expected of students, and how these relate
to achievement of the intended learning outcomes
Weekly three-hour seminar (30 contact hours in total). Total study hours: 300.
This module will be constituted by one weekly three-hour combined lecture and seminar.
Part of the three-hour session will include lecturing for a small portion of time in order to
present the students with a context for discussion and to reiterate germane themes, terms,
debates already studied or read. The mixed format of lecture and discussion is intended to
allow students to engage with complex philosophical questions and issues on an
interactive basis and to become familiar with new terminology.
Aside from meeting expectations that students will develop oral communication skills
through discussion and informal group presentations and exercises, the seminar will
include weekly in-class exercises to help students identify conceptual weaknesses. For
instance, one exercise will have the student write down a question, debate or concept
he/she does not understand. In discussion, the student will be asked to articulate precisely
what is not understood. The aim of this exercise is to provoke discussion of the weekly
reading but, moreover, to show that the practice of thinking about what one does not
understand provides a means to gaining a grasp of deeper issues and questions that can
subsequently help to resolve a misunderstanding or lack of knowledge. Other exercises
will incorporate contemporary debates and presentations featured on news websites or
through traditional media.
17. Assessment methods and how these relate to testing achievement of the intended
learning outcomes
Assessment will consist of 100% coursework:
10% will consist of a 500 word draft of an introduction to the essay assignment; 25%
2000 word Text Commentary; 50% 3500 word essay; 15% seminar participation.
General Estimation of Deadlines
Essay questions will be made available to students in advance and will be representative
of the module content. Students will have selected an essay question prior to Week 6 in
order to begin working on a draft of their introductory paragraph. The draft of the
introduction will be due before the end of term while the essay will be due the first week
of the following term.
The Text Commentary will be due at the midterm, after philosophical methodologies have
been covered.
500 Word Introduction Draft (10% weighting)
This assessment utilises a summative form of assessment in an innovative way that will
contribute directly to improving the quality of the student’s essay. Students will be marked
on the ability to write a clear and effective introductory paragraph that consists of three
features: 1) introduction; 2) thesis; and 3) indication of structure of analysis. Feedback on
this assessment will be both written and oral and allow for the convenor or seminar
New module specification approved by Faculty 14 February 2012
UNIVERSITY OF KENT
leader to discuss with the weaknesses and strengths of the draft as well as suggestions
for progression.
N.B.: Since the students will be Stage 2, they will have learned the research methodology
that will allow them to research topics in advance—i.e., topics occurring later in the term.
2000 Word Text Commentary (25% weighting)
Students will choose a primary text from a religious tradition and comment upon the
significance of it by applying one of the philosophical approaches studied during the term.
The aim of this assessment is to get students to apply theoretical considerations and
concepts directly to the study of religion. They will not therefore be asked to reference
secondary sources or indicate a sufficient understanding of background issues and
debates. The criteria for determining marks will be the depth of engagement and
application of theory to a primary text and the quality of elucidation the commentary
provides.
3500 Word Essay (50% weighting)
Students will submit a 3500 essay based upon the draft of their introduction.
Seminar Participation (15% weighting)
Students will be assessed on the quality of their contributions and the degree of their
preparedness in reading the material for the week. All students will begin with a mark of
zero at the start of term and can raise their mark through participation.
18. Implications for learning resources, including staff, library, IT and space
There are no implications for space and IT. As the module is new, copies of core and
related texts will need to be ordered by the library.
19. The School recognises and has embedded the expectations of current disability equality
legislation, and supports students with a declared disability or special educational need in
its teaching. Within this module we will make reasonable adjustments wherever
necessary, including additional or substitute materials, teaching modes or assessment
methods for students who have declared and discussed their learning support needs.
Arrangements for students with declared disabilities will be made on an individual basis,
in consultation with the University’s disability/dyslexia support service, and specialist
support will be provided where needed.
20. Campus(es) where the module will be delivered
Canterbury
If the module is part of a programme in an Associate College, please complete the
following:
21. Associate College:
N/A
22. University School (for cognate programmes) or Faculty (for non-cognate
programmes) responsible for the programme: N/A
New module specification approved by Faculty 14 February 2012
UNIVERSITY OF KENT
SECTION 2: MODULE IS PART OF A PROGRAMME OF STUDY IN A UNIVERSITY
SCHOOL
Statement by the School Director of Learning and Teaching/School Director of
Graduate Studies (as appropriate): "I confirm I have been consulted on the above module
proposal and have given advice on the correct procedures and required content of module
proposals"
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Director of Learning and Teaching/Director of
Graduate Studies (delete as applicable)
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Date
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Print Name
Statement by the Head of School: "I confirm that the School has approved the introduction
of the module and, where the module is proposed by School staff, will be responsible for its
resourcing"
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Head of School
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Date
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Print Name
SECTION 3: MODULE IS PART OF A PROGRAMME IN AN ASSOCIATE COLLEGE
(Where the module is proposed by an Associate College)
Statement by the Nominated Officer of the College: "I confirm that the College has
approved the introduction of the module and will be responsible for its resourcing"
.................................................................
Nominated Responsible Officer of the Associate
College
..............................................
Date
New module specification approved by Faculty 14 February 2012
UNIVERSITY OF KENT
………………………………………………….
Print Name
…………………………………………………..
Post
…………………………………………………….
Associate College
New module specification approved by Faculty 14 February 2012